Jeff+Skonier

Prepared by Jeff Skonier

__** Berlin Mauer / Kalter Krieg (Berlin Wall / Cold War) **__ __Educational Principles utilized:__ - Daggett Rigor/Relevance Framework --> Quadrant D: Adaptation - Bloom's Digital Taxonomy Level --> Creating

__Main Objective:__ - Students will be evaluating the social, economic and cultural effects of the division of Germany through the creation of the Berlin Wall

__Specific Objective:__ - Students will be applying their knowledge through an online written discussion - Students will be evaluating the thought process of another culture - Students will be creating a visual representation of the material learned

__Standards utilized:__ 8.1.12 A. Evaluate chronological thinking B. Synthesize and evaluate historical sources. C. Evaluate historical interpretation of events.

8.4.12 A. Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450. B. Evaluate historical documents, material artifacts and historic sites important to world history since 1450. C. Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450. D. Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Africa, Americas, Asia and Europe.

12.1 C. (Stage 4) Recognize enhanced vocabulary used in complex listening and reading selections E. (Stage 4) Describe the influence of historical events in the target culture/language that have an impact on the English language and culture F. (Stage 4) Research, analyze and describe the target language's influence in different areas of the school curriculum.

12.1.1 E. (Stage 4) Select a specific historical event that occurred in the target language/culture and the English/American culture. Demonstrate comparisons and/or contrasts of how target language vocabulary is used in describing the bicultural event.

12.3. B. (Stage 4) Analyze the misconceptions that occur in cross-cultural situations. C. (Stage 3) Compare and contrast the similarities and differences in social institutions between cultures.

12.5 A. (Stage 2) Identify local resources for gathering information for practical purposes and for personal enjoyment.

__Procedure__: 1. Students shall blog a response to a question as the previous night’s homework assignment. Blog Question: How would you feel if all of states north of Delaware were cut off from the rest of the country? (Remember you live in one of those states.) You may not go into any part of the rest of the United States.

2. Students will watch two 3 minute videos dealing with the construction/development of the Berlin Wall from the United Streaming website and YouTube website.

3. Utilizing the SmartBoard students will respond to a question provided by the teacher Question: What did you think the Soviet Union hoped to accomplish by walling off West Berlin? What were their objectives?

4. Students shall work together to create a Comic Life - Using images found on Internet search, construct a representation of life in East and West Berlin - Comic Life should include dialog in German portraying the attitude of individuals based on class discussion and web videos. - Post Comic Life projects to Class Wikispace

5. Students will evaluate and respond to another student’s Comic Life as a homework assignment.

__Assessment__: 1. Blog response – Teacher Evaluation using rubric 2. Class Discussion on Soviet objectives – Teacher Evaluation 3. Comic Life – Teacher Evaluation using rubric